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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
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Cheryl MacNeil, an evaluation consultant, describes the asymmetries of power in evaluation and her efforts to make her evaluation practice more democratic.
Andrew Nachison, director of the Media Center, an organization that studies the intersection of media, technology, and society, writes about social capital and democratic processes in a digital society.
Arnold Love and Betty Muggah describe how Hamilton Community Foundation applied democratic evaluation principles to transform challenged neighborhoods into vibrant communities.
Seema Shah, a researcher at the Institute for Education and Social Policy, shares her experience of engaging community organizing groups to develop a logic model on how community organizing leads to better student outcomes.
Katrina Bledsoe of the College of New Jersey writes about the inclusion of student voices in the evaluation of an obesity prevention program
Saville Kushner of the Centre for Research in Education and Democracy at the University of the West of England suggests ways that an evaluation's participants can make evaluations more democratic.
Sally Leiderman, President of the Center for Assessment and Policy Development, explains how evaluation can be a tool to help communities and their partners do work in racial equity.
An introduction to the issue on Democratic Evaluation by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Democratic Evaluation.
Katherine Ryan, Associate Professor of Educational Psychology at the University of Illinois, describes three approaches to democratic evaluation and argues that they can provide field-tested methods for addressing equity and inclusion issues in evaluations of programs for children, youth, and families.
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Democratic Evaluation.
Kathleen McCartney and Heather Weiss of the Harvard Graduate School of Education describe the conditions for evaluations to maintain scientific integrity and serve the public good despite a politicized environment.
Tim Ross, Research Director at the Vera Institute of Justice, explains Vera's rigorous and multitiered data collection process and the benefits of partnerships with public programs.
Abby Weiss from HFRP describes the tool that the Marguerite Casey Foundation offers its nonprofit grantees to help them assess their organizational capacity.
John A. Healy, Director of Strategic Learning and Evaluation at The Atlantic Philanthropies, shares ways to position learning as an organizational priority.
Robert Boruch, a founder of the Campbell Collaboration and professor of education and statistics at the University of Pennsylvania, discusses how the Campbell Collaboration and randomized trials contribute to evidence-based policy.
Andrea Anderson is a research associate at the Aspen Institute Roundtable on Community Change, where she focuses on work related to planning and evaluating community initiatives.
Gary Henry makes the case for a paradigm shift in how we think about evaluation use and influence.
Patricia Rogers of the Royal Melbourne Institute of Technology describes how a theory of change can provide coherence in evaluating national initiatives that are both complicated and complex.
The John S. and James L. Knight Foundation and Wellsys Corporation describe how they plan to aggregate lessons learned across a "thematic cluster" of youth development investments.
Teresa Boyd Cowles of the Connecticut Department of Education offers self-reflective strategies evaluators can use to enhance their multicultural competency.
Mehmet Öztürk discusses findings from a review of evaluations of programs at selective colleges and universities to be used for improving undergraduate academic outcomes for underrepresented minority or disadvantaged students.
Rodney Hopson and Prisca Collins of Duquesne University describe a new graduate internship program designed to develop leaders in the evaluation field and improve evaluators' capacity to work responsively in diverse racial and ethnic communities.
Theodore Lamb, of the Center for Research and Evaluation at Biological Sciences Curriculum Study, discusses retrospective pretests and their strengths and weaknesses.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Evaluation Methodology.